As the population of Spanish-English bilingual children in the United States steadily grows, the importance of accurately assessing and diagnosing developmental language disorder (DLD) has also grown. Understanding a child's underlying language learning system is critical in this process. Several studies have demonstrated the efficacy of nonword repetition (NWR) tasks in bilingual children across a wide range of development, however there is little information regarding guidelines for interpretation of NWR performance or analyzing error patterns. This study was conducted to address these gaps in the research. A sample of 26 Spanish-English bilingual school aged children (6;0-9;4) were administered English and Spanish NWR, recalling sentences, and narrative tasks. Total errors, as well as errors of omission and substitution were examined across tasks, languages, and language group (typically developing-TD and developmental language disorder- DLD). Descriptive statistics revealed that DLD children made a higher number of errors across language tasks in Spanish and English than their TD peers. Group membership predicted total errors in the Spanish NWR task while controlling for age and language proficiency. Language proficiency was not a significant predictor for any of the error types above and beyond group membership. Therefore, when age and language input/output were controlled for, language ability was best predictor of the number of errors. Additionally, results showed stronger correlations between Spanish across all three language tasks in TD children and in English across two language tasks in DLD children. According to the results of the current study, total errors is the only effective error measure of language ability. However, looking at error patterns across language and language group can be informative regarding bilingual children's language learning systems. Future research should be conducted to repeat the study with a larger sample size and investigate the difference in error patterns between languages in TD and DLD children.

Thesis (Ph.D. in Nursing) -- University of Colorado Denver, 2007. / Typescript. Includes bibliographical references (leaves 190-197). Free to UCD affiliates. Online version available via ProQuest Digital Dissertations;

Medication errors are the second most frequent cause of injury among all types of medical errors (Leape, et al., 1991). Of concern to nursing practice, medication administration errors (MAE) are second only to ordering errors (Bates, Cullen, et al., 1995). The introduction of information technology designed to promote safe medication practice, such as the Bar Code Medication Administration (BCMA) system, offers new opportunities for reducing MAE. BCMA was developed to improve patient safety, improve documentation of medication administration, decrease medication errors, and capture medication accountability data. The overall goal of this study was to evaluate the impact of BCMA on medication administration errors: wrong patient, medication, dose, time, and route. Rogers' (1995) theory, organizational diffusion of innovations, provided the study's framework.A descriptive comparative design examined incidence of MAEs before (Time 1) and after implementation (Time 2) of BCMA on eight units in one medical center. MAE incidence was calculated using MAE and patient-days data. Nurse adherence to BCMA usage procedure was assessed with a questionnaire created for the study.Findings indicated that total MAEs increased from Time 1 to Time 2, however, wrong patient and wrong dose errors decreased. There was a statistically significant (p < 0.05) increase in wrong route errors at Time 2. Comparing these findings with previous research demonstrated a diversity of methods, limiting conclusions. Nurse adherence findings indicated high overall adherence. However, completion of certain steps was hindered by software, equipment, or the work environment.Study findings were significant to nursing, informatics and patient safety research. Findings demonstrated the early state of BCMA research, added to knowledge about MAE detection methods, and brought a nursing perspective to information technology research on a process primarily within nursing purview. Implications for future research include improvement in MAE definitions and detection methods to support reliable data collection for research and quality improvement analysis. Also, sociotechnical theory recognizes health care as an interwoven, heterogeneous environment with complex roles and work practices, and may provide a more appropriate framework for evaluation of medication safety technology innovations than the linear model used in this study.

This dissertation presents experimental research on speech errors in Tunisian Arabic (TA). The central empirical questions revolve around properties of `exchange errors'. These errors can mis-order lexical, morphological, or sound elements in a variety of patterns. TA's nonconcatenative morphology shows interesting interactions of phrasal and lexical constraints with morphological structure during language production and affords different and revealing error potentials linking the production system with linguistic knowledge.The dissertation studies expand and test generalizations based on Abd-El-Jawad and Abu-Salim's (1987) study of spontaneous speech errors in Jordanian Arabic by experimentally examining apparent regularities in data from real-time language processing perspective. The studies address alternative accounts of error phenomena that have figured prominently in accounts of production processing. Three experiments were designed and conducted based on an error elicitation paradigm used by Ferreira and Humphreys (2001). Experiment 1 tested within-phrase exchange errors focused on root versus non-root exchanges and lexical versus non-lexical outcomes for root and non-root errors. Experiments 2 and 3 addressed between-phrase exchange errors focused on violations of the Grammatical Category Constraint (GCC).The study of exchange potentials for the within-phrase items (experiment 1) contrasted lexical and non-lexical outcomes. The expectation was that these would include a significant number of root exchanges and that the lexical status of the resulting forms would not preclude error. Results show that root and vocalic pattern exchanges were very rare and that word forms rather than root forms were the dominant influence in the experimental performance. On the other hand, the study of exchange errors across phrasal boundaries of items that do or do not correspond in grammatical category (experiments 2 and 3) pursued two principal questions, one concerning the error rate and the second concerning the error elements. The expectation was that the errors predominantly come from grammatical category matches. That outcome would reinforce the interpretation that processing operations reflect the assignment of syntactically labeled elements to their location in phrasal structures. Results corroborated with the expectation. However, exchange errors involving words of different grammatical categories were also frequent. This has implications for speech monitoring models and the automaticity of the GCC.

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Class of 2009 Abstract / OBJECTIVES: The purpose of this work is to evaluate the effectiveness of an educational intervention, regarding prescription errors, amongst pharmacy technician students. METHODS: Pharmacy technician students over the age of 18 years attending Apollo College in Tucson, Arizona were eligible to participate. Pretests were given to students to assess baseline knowledge of medication errors. Posttests consisting of questions regarding medication errors were administered to students following a PowerpointTM presentation to assess the effectiveness of the presentation. RESULTS: Pretests and posttests were completed by 18 women and 14 men. Test scores improved significantly from 5.652 to 8.13 out of 10 in the morning class (P< 0.01), 5.8 to 8 in the evening class (P< 0.01), and 5.697 to 8.091 for both classes combined (p< 0.01). Differences in scores based on gender and general employment status did not reach statistical significance (p> 0.05). CONCLUSIONS: An educational intervention is effective in improving pharmacy technician student knowledge about prescription errors.

The aim of this study was to develop a Management Error Orientation Questionnaire (MEOQ) to be used as an instrument to measure the attitude of management towards errors in the workplace. The sample comprised of 232 managers from a variety of business sectors. A factor analysis on 59 items yielded three factors and these factors were interpreted as the attitude of dealing with errors, the risk of errors and error strain. The three factors were subjected to an item analysis and yielded acceptable levels of reliability. A discussion of the areas that were researched, namely errors and attitudes, provide the context in which the research should be viewed. The discussion of the methods which were employed, was followed by a critical and in depth discussion of the results that were obtained. The dissertation recommends that the Management Error Orientation Questionnaire could be used as an instrument to measure the attitudes of managers towards errors (with specific emphasis in the manufacturing sector). The MEOQ has a number of practical applications in the human resource management science. The study can be extended to ensure that the same questionnaire can be used in other business sectors. The findings of this study are valuable because of the lack of previous research on error orientation at managerial level. / Prof. CJH Blignaut

This revision of Shakespeare's The Comedy of Errors is in no way intended to take the place of a serious study of the original work. It is, rather, a revision to make the play a suitable stage vehicle for high school and college drama groups which would otherwise shun it because of the language difficulties involved.